I launch Origami Boxes by clarifying my expectations for group roles and group norms and highlighting the notion that multiple intelligences are necessary for this task. I tell students that their goal is to answer to be able to answer the main question of the day, which is,
"How does the volume of the box change as the size of the paper increases?"
While students work, I like to take observation notes on the kinds of strategies students are using--I use these notes to track how groups are approaching the problem, but also to take note of which groups might be resources to others by sharing their ideas (MP1, MP3).
Some of the most common approaches I have seen for collecting data on the number of beans that will fill the four given boxes include:
Some of the most common approaches I have seen for determining the dimensions of the box made from a 20x20 and 30x30 cm square include:
Depending on how groups are working, I may interrupt them to have Recorder/Reporters share out one or two strategies, insights, or questions so that others can offer help or commentary.
During this time, I also remind students of the requirements of the Stand Alone poster (see Origami Boxes Task Card) and encourage them to begin working on this after they have checked in with me about their strategies and predictions (see Origami Box Poster Sample).